This publication summarizes two internationally standardized and validated measurement instruments for the assessment of ECD for children under age 3 years at population (short form) and programmatic (long form) levels.

Report on identifying and assessing children's progress within Victorian Early Years Learning and Development Framework (VEYLDF) which aims to guide all early childhood professionals in their work with children and families. It sets out eight Practice Principles that provide a foundation for achieving the five nationally agreed Early Years Learning Outcomes (Early Years Learning Framework for Australia, Australian Government Department of Education and Training 2009).

This study assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System (TIPPS). There has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. Efforts to expand access to high quality ECE in low- and middle-income countries will require measurement efforts that are theoretically-grounded and culturally-adapted.

The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness & are feasibly administered in low-resource settings. This study assesses the construct validity of the International Development and Early Learning Assessment developed by Save the Children using data from a sample of children from rural Ethiopia.

Relatively little research has addressed whether conceptual frameworks of early learning generalize across different national contexts. This article reports on a cross-country measurement invariance analysis of the International Development and Early Learning Assessment (IDELA). The IDELA is a direct assessment tool for 3- to 6-year-old children, intended to measure Early Literacy, Early Numeracy, Motor, and Social-Emotional development.

This brief describes current country practices related to setting standards and monitoring the quality of early childhood care and education (ECCE) learning environments.

Cambridge and REAL's Early Learning Partnership Ethiopia System Diagnostic Report, including MELQO results.

The Consortium for Pre-Primary Data and Measurement in Africa held a kick-off meeting at CIES in San Francisco, convened by ECD Measure Group, is building a global consortium on data and measurement in early childhood, driven by the experiences of five taskforce countries in sub-Saharan Africa (Ethiopia, Liberia, Rwanda, Senegal, and South Africa).

This brief outlines lessons learned on the process of generating, analyzing, and applying data to programs and policies in low- and middle-income countries.

Study examines the development and learning of Tanzanian children starting school and psychometric properties of MELQO tools.

Access to quality early childhood education (ECE) before starting formal schooling can make an enormous positive difference to children’s learning and development. As part of its new education policy, USAID is now actively supporting countries in building effective early childhood systems. In support of this effort, we are pleased to announce the initiation of a Consortium on Pre-Primary Education Data & Measurement in sub-Saharan Africa.

We recently convened a group of experts to share experience and lessons learned on the MELE tool across various contexts.

The launch of ecdmeasure.org, the Measuring Early Learning Quality and Outcomes project site, comes at an exciting time for early childhood development. The Sustainable Development Goals include an explicit mention of early childhood development, based on decades of science demonstrating the importance of ECD for later learning and well-being.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.

This MELQO Brief provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts. Provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.

Beginning in 2014 and led by UNESCO, UNICEF, Brookings Institution and World Bank, the Measuring Early Learning Quality and Outcomes project (MELQO) brought together a consortium of experts, multi-lateral organizations and stakeholders to assess the feasibility of cross-national measurement of early childhood development and quality of learning environments in low-and middle-income countries. This project is now completed. A report on the feasibility of cross-national measurement of early childhood development and quality of learning environments in low-and middle-income countries.

This Social Policy Report describes the central role of supporting child and youth development in achieving the vision behind the U.N. Sustainable Development Agenda. It addresses the importance of developmental science in achieving the aims of the Sustainable Development Agenda through generating knowledge of child and youth development in diverse contexts, monitoring and measurement to reveal patterns of success and inequity, and building capacity for developmental science in all countries. New Social Policy Report on the SDGs and child development available now, addressing the critical role of measurement in tracking global and national progress.